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Conceptual Change Research in TVET

  • Waldemar BauerEmail author
Chapter
Part of the Technical and Vocational Education and Training: Issues, Concerns and Prospects book series (TVET, volume 18)

Abstract

Research among science education focuses on how people learn science. Research has shown that students develop in everyday life an intuitive understanding of natural phenomena which are different from scientific concepts. In the past, research in conceptual change tends to focus on identifying students’ misconceptions and to provide instructional aids which enable replacing such misconceptions with correct scientific concepts. This research claims that correct scientific concepts are meaningful for any kind of human thinking and activity. However, the relevance of these scientific concepts in practice or experts’ action in specific domains such as electrician or mechanic is not clear. So far, research has not focused systematically on the role of concepts in practice and expertise, the development of concepts in TVET settings and the interrelation between experts’ concepts and scientific concepts. This chapter will discuss the foundations and limitations of conceptual change research and outlines a research agenda for TVET.

Keywords

Conceptual Change Ontological Commitment Epistemological Belief Impetus Conception Personal Construct Theory 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Department of Technology and Industry, Faculty of EducationUniversity of ErfurtErfurtGermany

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